Professor Deresh Ramjugernath
“A university exists for the purpose of laying open to each succeeding generation … the accumulated treasures of the thoughts of mankind … Universities are not intended to teach the knowledge required to fit men for some specific mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings … Education makes a man a more intelligent shoemaker if that be his occupation, but not by teaching him how to make shoes, it does so by the mental exercise it gives and the habits it impresses.”— John Stuart Mill, rector of University of St Andrews, 1865.
Quoting from this excerpt, Professor Deresh Ramjugernath, vice-chancellor: Innovation and Entrepreneurship at the University of KwaZulu-Natal began his presentation to the delegates at the 2015 SATN Conference, held at the VUT Science and Technology Park in Sebokeng last week.
“The evolution of universities started with providing academic training for privileged intellectuals and the concept of a modern university, which is about 100 to 120 years old, was the training of skilled individuals for the workforce,” said Ramjugernath.
“Then came the concept of research-led universities, which goes back about 20 to 30 years, which resulted in universities that are training students to be good employees, not employers. Innovative and entrepreneurial universities is a recent concept and yet another evolutionary step in the existence of universities.”
Ramjugernath’s presentation should be seen in the context of the South African National Development Plan, which highlights the importance of science, technology and innovation in achieving the country’s longer-term vision. It also takes into account the National Development Research Strategy of 2002, which include the enhancement of innovation, the provisioning of science, engineering and technology, human resources and transformation, and the creation of an effective government science and technology system.
“The 2007 Ten-Year Innovation Plan’s aim is to establish a knowledge-based economy for South Africa, in which the production and dissemination of knowledge leads to economic bene?ts and enriches all ?elds of human endeavour,” said Ramjugernath.
However, he noted, we are still quite a way from realising these goals and achievements, despite a lot of development in the area of education. “Universities are training students to be good employees, not employers!” he said.
According to him 7.5 million South Africans are unemployed, of which the worst affected are youth between the ages of 18 to 25. “A staggering 50% of these youths are unemployed. It is estimated that over 600 000 graduates with tertiary education are unemployed. Employers are saying that there is a lack of quality graduates from higher education institutions to employ,” he said.
He said the time was now to address this issue and produce graduates who would be able to create their own employment and not have to depend on others for work. “It is time, as per the Ten-Year Innovation Plan (2007), to establish a knowledge-based economy for South Africa, in which the production and dissemination of knowledge leads to economic bene?ts and enriches all ?elds of human endeavour.”
This will however only be possible if what he calls the Innovation Triple Helix process is followed and government, business and higher education institutions work closely together.
He explains: “With academia churning out entrepreneurs, supplying basic technology, technical assistance and education, industry providing capital, event sponsorships as well as market experience, while government offers basic R&D (research and development) funding, grants and state incentive programs, the result will be innovation-based economic growth for the country.”
The question Ramjugernath asked is if South African Universities are directly addressing the socioeconomic challenges faced by the country — unemployment, poverty, low economic growth and massive inequality? He said that currently universities are only addressing the production of graduates, postgraduates and research outputs, and community outreach programmes.
To turn universities into entrepreneurial institutions and for them to continue evolving along the path of innovation and entrepreneurship, he said, the following six elements need to be carefully taken into account:
• Leadership and governance
• Organisational and human capacity, and incentives
• Development of entrepreneurship in teaching and learning
• Development of a culture of entrepreneurship
• Stakeholder relationships and strategic partnerships
• Internationalisation
Concerning leadership and governance, he noted that entrepreneurship must play a major part of the institutions’ strategy and that there needs to exist an executive portfolio for innovation and entrepreneurship — not only in management, but across all levels of the institution. “Too many times universities do this element [of] lip service and are not fully invested in it. Universities must drive the entrepreneur agenda for their region,” he says.
Universities must incentivise entrepreneurship, offering funding and resources, and establishing a sustainable financial model for entrepreneurship support. “Universities must let go of the silo approach to education and must build interdisciplinary, multidisciplinary, and transdisciplinary engagement opportunities. They must recruit and engage with entrepreneurs, develop staff to be entrepreneurial and put forward incentives and rewards for entrepreneurial behaviour.
“It is also important to development entrepreneurship in teaching and learning, and to establish an entrepreneurial mind-set and skills among students and teachers. Universities must take an entrepreneurial and innovative approach to teaching and learning and must support entrepreneurial behaviours and validate entrepreneurial outcomes.”
Higher education institutions, said Ramjugernath, must assume responsibility for developing a culture of entrepreneurship and raising awareness of the importance of entrepreneurship, while actively encouraging individuals to become entrepreneurs. “Universities should provide opportunities for students to experience entrepreneurship and should promote mentoring by academic and industry personnel as well as providing support and encouraging students to take action and turn ideas into realities.”
Ramjugernath implored higher education institutions to commit to collaborating and affecting knowledge exchange with industry, society and the public sector, and forming partnerships and relationships with a wide range of stakeholders. “Don’t just ask government for help; you won’t get it. Form strong linkages with incubators, science parks, and initiatives related to innovation and entrepreneurship and bring about the change you envision,” he said.
“All higher education institutions must remember that they can’t bring about entrepreneurial change alone. A key aspect of institutions’ entrepreneurship strategy should be internationalisation. Institutions must promote international mobility of staff and students, do their best to attract international and entrepreneurial staff, demonstrate internationalisation in teaching, and, very importantly, participate in international networks.”
Innovation and entrepreneurship are key to addressing the socioeconomic challenges facing by the country. Higher education institutions need to evolve from simply teaching and conducting research, and become drivers of innovation and entrepreneurship. They need to work with all stakeholders in the innovation and entrepreneurship ecosystem for the best interests of the nation and its citizens. “If
we don’t do this, socioeconomic growth will not be achievable,” concluded Ramjugernath.